Communication and Vision WHEN WORLDS COLLIDE 1 When Worlds - - PowerPoint PPT Presentation

Communication and Vision

WHEN WORLDS COLLIDE

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When Worlds Collide

• Pre-symbolic and Symbolic Communication
• Assessing communication skills of children with

VI and concomitant disabilities.

• Decision making for AAC
• Developing goals
• Designing instructional programs

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Audience Poll Question

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COMMUNICATION

• THE EXCHANGE OF IDEAS, OPINIONS AND FACTS BETWEEN

TWO PEOPLE

• COMMUNICATION PARTNERS

SENDER RECEIVER

• SPOKEN AND UNSPOKEN (MODES OF EXPRESSION)

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“COMMUNICATION IS NOT JUST ABOUT THE MEANS OF EXPRESSION. TOO OFTEN WE SEE THE FOCUS OF INTERVENTION PLACED ON SOME SYMBOLIC FORM WITHOUT CONSIDERATION FOR THE CHILD’S UNDERSTANDING OF THE PURPOSE OF COMMUNICATION.”

• Philip D Schweigert; New Mexico School for the Blind and

Visually Impaired.

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COMMUNICATION

• Bonding
• Social interaction
• Engagement

“Children with dual sensory impairment (deaf/blind) and multiple disabilities establish these connections at a pre-symbolic level.” – Dr. Jan van Dijk

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“CONVERSATIONAL” INTERACTION PROCEEDS LANGUAGE

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Foundational Communication Skills:

• Cognition/Receptive Language:
• Causality-levels
• Object permanence
• Joint attention
• Triadic gaze
• Turn taking
• Communicative intent

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EBP-Communicative Intent

• Rowland and Schweigert – 2000
• 41 children with a range of severe disabilities; shared lack of

symbolic communication.

• Those children who were less adept in terms of intentional pre-

symbolic communication made slower progress toward acquiring symbolic communication.

• 100% of the children with intentional communication behaviors

acquired some form of symbolic communication.

• 62% of the children without intentional communication behaviors

went on to form some level of symbolic communication FOLLOWING extensive instruction in the use of pre-symbolic communication.

• 38% of the children without pre-symbolic communication did not

acquire any symbolic communication during the course of intervention.

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MODES OF COMMUNICATION

UNAIDED

FACIAL EXPRESSION VOCALIZATION/SPEECH BODY MOVEMENTS BODY “LANGUAGE” GESTURES SIGN LANGUAGE EYE GAZE

AIDED

OBJECTS PARTIAL OBJECTS PICTURES: photographs, line drawings, cartoons, Picsyms, Dynasyms, etc. SPEECH GENERATING DEVICES (LOW-HIGH)

iPads, leisure devices

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Communicative Functions

• Gain attention
• Protest/refuse
• Comment (express

interest)

• Request/choice making
• Gain information
• Engagement/social
• Bond emotionally
• Form relationships

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LEVELS OF COMMUNICATION

PRESYMBOLIC

• REFLEXIVE BEHAVIOR
• INTENTIONAL BEHAVIOR
• INTENTIONAL

COMMUNICATION

• UNCONVENTIONAL

GESTURES

• CONVENTIONAL

GESTURES

SYMBOLIC

• CONCRETE SYMBOLS
• ABSTRACT SYMBOLS
• LANGUAGE
• rule bound
• semantics, syntax,

phonology, morphology

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ASSESSMENT

• Tells us how the child perceives the

world

• Their ability to impact it
• Their desire to do that
• Initiation and Intent

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ASSESSMENT

FORMAL/INFORMAL:

• STANDARDIZED
• OBSERVATIONAL CHECKLISTS
• DEVELOPMENTAL
• NECESSARY TO UNDERSTAND TYPICAL DEVELOPMENT
• SPLINTER SKILLS
• NO “ONE SIZE FITS ALL”-EACH CHILD IS UNIQUE
• CRITERION REFERENCED
• WHERE THE CHILD FUNCTIONS WITHIN A DOMAIN
• PLAY BASED ASSESSMENT
• OPTIMALLY TRANSDISCIPLINARY
• REQUIRES A STRONG PROFESSIONAL SKILL SET
• ASTUTE OBSERVATIONAL SKILLS

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• Communication
• Environmental Access
• Cognition

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Environmental Access

• Interacting with the social and physical

environment is central to learning

• Helps children learn how the world works
• Learn how to solve problems that arise in it
• Manipulating their physical environment

(objects) provides the motivation to explore further; master new skills

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What is AAC?

• Augmentative and alternative communication

is achieved by any means other than oral language.

Who uses AAC?

• Anyone with complex communication needs.

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AAC Decision Making

BEHAVIOR COGNITION MOTOR

ACADEMICS

COMMUNICATION

SENSORY: VISON/ HEARING

MOTIVATION 19

“And, from the prism of our field of specialty, and in conjunction with other team members, we need to determine what is owning to vision and what is owing to other challenges.”- Mary Morse;

AER Journal: Research and Practice in Visual Impairment and Blindness; Volume 1, #2, Fall 2008

• Vision as a psychological process
• Vision as an emotional process
• Vision as a motor process
• Vision as a cognitive process
• Increased visual awareness works for

some children; others understand tactile- kinesthetic-motor approach better. “Hands first; eyes follow”

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AAC FEATURE MATCHING

CHILD SKILLS

• Visual skills
• Auditory Skills
• Cognitive skills
• Language skills
• User Motivation
• Academic skills
• Behavior Needs
• Motor skills (fine/gross)

DEVICE FEATURES

• Visual feedback
• Auditory feedback
• Cognition for operation
• Language organization
• Operation, programming
• Flexibility, growth
• Durability, repair
• Motor access features
• Tactual features

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Aided Symbol Hierarchy Most Iconic to Least

OBJECTS COLOR PHOTOGRAPHS BLACK AND WHITE MINIATURES BLACK AND WHITE DRAWINGS PICSYMS/BLISSSYMBOLS TRADITIONAL ORTHOGRAPHY (WRITTEN WORD) MIRENDA & LOCKE, 1989 IDENTICAL OBJECT PARTIAL OR ASSOCIATED OBJECT SYMBOL SHARING ONLY 1-2 FEATURES OF THE OBJECT PHOTOGRAPH SPECIFIC LINE DRAWING GENERIC LINE DRAWING ROWLAND & SCHWEIGERT, 2000

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